The studys general objective was to develop and game-based instructional material in English 2. There are four variables that were considered in developing the material, objectives, targeted learning competencies, content, game-based activities, and assessment. A researcher-made questionnaire in the form of a checklist was the main instrument used to collect data in this research. The questionnaire was checked and validated before it was distributed to the respondents. A 5-point Likert scale was the research instrument used to rate the instructional material based on the indicators. Mean, standard deviation, and t-test were used to determine the average and difference of the ratings. The research findings were summarized based on the data gathered by the researcher. The study revealed that the significant difference between the validations of proficient teachers and highly proficient teachers of the game-based instructional material based on the computed mean scores of the evaluator shows that almost the same validation was made. There is no significant difference on the ratings made by the proficient and highly proficient teachers relative to the game-based instructional material, as revealed in the responses which shows the objectives, targeted learning competency, content, game-based activities and assessments, and ease of use. Based on the findings, it can be inferred that there is no significant difference in the ratings of the respondents. The game-based instructional material was made to make teaching and learning easy and enjoyable. All the instructional materials components provide a clear vision of what the learners will achieve after each topic. The game-based instructional material is ready to be utilized. Thus, the null hypothesis was accepted. The use of the instructional material is recommended for teachers to enhance student participation in class. Teachers can adapt the material according to students progress. The material is particularly suggested for Grade 2 learners to demonstrate that learning can be enjoyable with appropriate activities. Parents are advised to support interactive learning at home, as many game-based activities can be done outside the classroom. It is also recommended for future researchers to create additional activities that align with learners needs and learning abilities.

Game-based

Instructional Materials

Game-based Learning

Classroom Games

English Learning Games

Development and Validation of Instructional Material